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Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction
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Fuchs, Lynn S.; Seethaler, Pamela M.; Sterba, Sonya K.; Craddock, Caitlin; Fuchs, Douglas; Compton, Donald L.; Geary, David C.; Changas, Paul – Journal of Educational Psychology, 2021
The main purpose of this study was to test the effects of word-problem (WP) intervention, with versus without embedded language comprehension (LC) instruction, on at-risk 1st graders' WP performance. We also isolated the need for a structured approach to WP intervention and tested the efficacy of schema-based instruction at 1st grade. Children (n…
Descriptors: Word Problems (Mathematics), Teaching Methods, Mathematics Instruction, Language Processing
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
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Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Developmental Psychology, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
The Role of Cognitive Processes, Foundational Math Skill, and Calculation Accuracy and Fluency in Word-Problem Solving versus Prealgebraic Knowledge
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Fuchs, Lynn S.; Gilbert, Jennifer K.; Powell, Sarah R.; Cirino, Paul T.; Fuchs, Douglas; Hamlett, Carol L.; Seethaler, Pamela M.; Tolar, Tammy D. – Grantee Submission, 2016
The purpose of this study was to examine child-level pathways in development of prealgebraic knowledge versus word-problem solving, while evaluating the contribution of calculation accuracy and fluency as mediators of foundational skills/processes. Children (n = 962; mean 7.60 years) were assessed on general cognitive processes and early…
Descriptors: Knowledge Level, Mathematics Skills, Word Problems (Mathematics), Problem Solving
Cognitive and Mathematical Profiles for Different Forms of Learning Difficulties
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Cirino, Paul T.; Fuchs, Lynn S.; Elias, John T.; Powell, Sarah R.; Schumacher, Robin F. – Journal of Learning Disabilities, 2015
The purpose of this study was to compare subgroups of students with various forms of learning difficulties (< 25th percentile) on cognitive and mathematics characteristics. Students with mathematics difficulty (MD, n = 105), reading difficulty (RD, n = 65), both (MDRD, n = 87), or neither (NoLD, n = 403) were evaluated on an array of cognitive…
Descriptors: Learning Disabilities, Student Characteristics, Cognitive Ability, Mathematics Skills
Measuring Arithmetic: A Psychometric Approach to Understanding Formatting Effects and Domain Specificity
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Rhodes, Katherine T.; Branum-Martin, Lee; Washington, Julie A.; Fuchs, Lynn S. – Journal of Educational Psychology, 2017
Using multitrait, multimethod data, and confirmatory factor analysis, the current study examined the effects of arithmetic item formatting and the possibility that across formats, abilities other than arithmetic may contribute to children's answers. Measurement hypotheses were guided by several leading theories of arithmetic cognition. With a…
Descriptors: Arithmetic, Mathematics Tests, Test Format, Psychometrics
Early Numerical Competencies of Students with Different Forms of Mathematics Difficulty
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Namkung, Jessica M.; Fuchs, Lynn S. – Learning Disabilities Research & Practice, 2012
The purpose of the study was to examine differences in early numerical competencies, as well as subtraction skill, as a function of children's mathematics difficulty (MD) status: computational difficulty (CD), word problem-solving difficulty (PD), concurrent difficulty (CDPD), or neither difficulty (i.e., typically developing; TYP). Based on…
Descriptors: Grade 2, Subtraction, Numeracy, Number Concepts